Investigating the Relationship between Teacher Quality and Students’ Academic Performance with Empowerment as a Mediator
Empowerment is the delegation of power to teachers for sustainability of education system. When teachers are empowered, students’ academic performance will improve. The study investigated the relationship between teacher quality and students’ academic performance with empowerment as a mediator. About 379 teachers were selected randomly from public secondary schools, Kwara state, Nigeria. Structural equation model was utilized to test the hypothesized model. Based on the result of the study, teacher quality was positively related to students’ academic performance which meant that quality of teachers determine the success of students. Insignificant relationship was found between teacher quality and principal empowerment practices which showed that the relationship did not exist. Also, the relationship between principal empowerment practices and students’ academic performance was tested of which the results revealed as insignificant. Lastly, the mediating role of principal empowerment practices was tested on the relationship between teacher quality and students’ academic performance which accounted for partial mediator. To be more specific, the empowerment process should be internalized to complement the qualities of teachers in the schools. Synergy should exist between school heads and teachers for the purpose of students achieving educational objectives.
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